Reading and Writing Outcomes in Students with Intellectual Giftedness and Dyslexia: A Gender-Based Analysis
Research on twice-exceptional students, those who simultaneously present intellectual giftedness and dyslexia (G-D), remains limited, particularly with regard to gender differences in reading and writing processes. The present study examines these differences in a sample of 39 Spanish students (21 b...
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| Autors principals: | , , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
MDPI AG
2026-03-01
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| Col·lecció: | Education Sciences |
| Matèries: | |
| Accés en línia: | https://www.mdpi.com/2227-7102/16/3/410 |
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